English Language Instructor
King Abdulaziz University
Total years of experience :20 years, 2 Months
Teaching English for Foundation Year
Assessment
Translation
Improved conversational English for students whose exposure to English is minimal
Successfully raised motivation among students where student retention is a constant challenge by maintaining attendance rates above 80%
Taught technical and vocational English for beginner and intermediate groups
Successfully designed and delivered a pronunciation module that targeted specific language needs of a group of adult learners interested in conversational speaking, fluent and clear pronunciation, and accent reduction
Utilized reliable online educational videos that focused on different aspects of conversational English.
Focused on individual sounds often posing pronunciation challenges for groups of speakers of various backgrounds.
Provided language instruction for adult LINC learners at basic, intermediate, and advanced levels of proficiency.
Designed lesson plans with clear learning outcomes and task based activities.
Worked with an average of 13-18 students per class
Designed a theme-based syllabus based on the Canadian Language Benchmarks (CLBs).
Transitioned learnersʹ English competency levels from CLBs 4 and 5 into the more proficient levels of 6, 7 and 8.
Incorporated authentic reading and listening materials from Canadian media publications to ensure learnersʹ exposure to English idioms and expressions in different areas of interest.
Prepared biweekly lesson planners outlining the learning outcomes, topics, scope of vocabulary and grammar performance conditions, and CLB competencies.
Conducted periodical assessments to oversee studentsʹ progress and to stand accurately on learnersʹ weaknesses and address their needs
Utilized a list of teaching resources including books and reliable websites that enriched and diversified theteaching content and accounted for the diversity of studentsʹ learning styles
Encouraged students to use e-resources such as LINC 4 e-activities and LINC 5 e-resources to autonomously evaluate their performance on different tasks and get one step closer to achieving independence as language learners.
Set up assessment criteria for self and peer evaluation.
Managed to give individual attention to each student, while maintaining the overall motivation of the group
Provided focused instruction in academic writing and speaking to one student form the paralegal program.
•Mediated English conversation group discussions on a variety of topics
•Reflected on students written assignments and provided feedback
•Mediated debate circles and encouraged students to express their points of view in constructive ways that respect opinion differences
•Received many commendations from successive program directors for the highly positive teacher-evaluations by trainees
•Approached my classes with enough preparation and research on the various subjects I taught and had the students' needs in focus
•Prepared and administered periodical quizzes and tests and used the results as an apparatus to measure students' progress and provide them with supplementary material to further their understanding of the subject matter and improve their language skills
•Mentored students in CALL ( Computer Assisted Language Learning) lab classes designed to enhance students' language learning through interactive software such as "Dynamic English" and encouraged students' autonomous language learning
•Worked closely with other ELC( English Language Center) staff to discuss students' progress and took the initiative to discuss individual students' needs to promote and encourage them to achieve better results and develop more passion towards learning English
•Taught English for computers, English for Business, English for Health Sciences
•Provided TOEFL reading courses for students of exceptional level of English seeking admissions in Western universities
•Assisted in the selection of appropriate books for the ESL program, writing book reviews and assessment of the level of plausibility of the books to students' needs and levels and finally reporting to the program coordinator
- implemented the interactive learning approach, through which each student had a full access to the set of interactive exercises and supplementary materials posted and maintained by the publisher on it's website- Harcourt e- learning.
- visited classes for periodical teacher evaluation
- partook in designing the syllabuses for different courses, taking in consideration the academic aptitude and cultural background of students
300-hour teaching training course with 50-hour teaching practicum
My MA in applied linguistics focused on the theory and practice of teaching English as a foreign or a second language. It has tremendously impacted my approach to teaching and served as an orienting basis for my future teaching instruction for adult second language learners. My excellent performance and research was well appreciated by my professors. My A standing in my graduate courses is a testimony to my excellent writing skills and scholarly research. I was offered a graduate assistantship to work as an English facilitator at the Open Learning Center, a division of the Writing Department at York University, a position that requires a good teaching experience in the ESL field.
I graduated among the top 5% of my class.